Application Research Of The “teaching-Learning-Assessment Integration” Model In High School English Writing Teaching

The concept of “Teaching-Learning-Assessment Integration” model was first proposed in the “English Curriculum Standards for Ordinary High Schools(2017 Edition)”,aiming to integrate teaching assessment into every link of the teaching process,form a diversified teaching assessment system,and improve the quality of English teaching.In addition,the“New College Entrance Examination” policy has stricter writing scoring standards and requires students to master writing skills on various topics.However,in traditional English writing teaching,teachers often focus on students’ writing outcomes but neglect the writing process,resulting in unsatisfactory teaching results.In this context,this study applies the“Teaching-learning-Assessment Integration” model in high school English writing teaching,mainly exploring the following issues:(1)The implementation status of the integration of the “Teaching-Learning-Assessment Integration”;(2)The impact of the “Teaching-Learning-Assessment Integration” model on high school students’ English writing ability;(3)The impact of the “Teaching-Learning-Assessment Integration” model on students’ attitudes towards English writing.Two classes in W Middle School in Hanzhong City were used as experimental and control classes to carry out this study.The “Teaching-Learning-Assessment Integration”model was applied in the experimental class for writing teaching while the traditional teaching mode was continued to use in the control class.The study lasted for 16 weeks.During the experiment,this study also used the qualitative research method,that is,interviews were conducted with some teachers to understand the implementation status of this model,questionnaires were distributed to students before and after the experiment to learn more about the changes in students’ writing attitudes,and SPSS26.0 was used to analyze the survey results.Research has found the following results:(1)Only a few teachers at W Middle School learn more about the connotation of the “Teaching-Learning-Assessment Integration” model and have not applied it to English writing teaching.However,all teachers acknowledge that teaching,learning,and assessment are inseparable,and assessment plays an important role in the teaching process.(2)After the experiment,by comparing students’ pre-and post-test scores,it can be found that their writing level has improved to a certain extent.This model is beneficial for improving students’ writing ability.The improvement of their writing ability is manifested in much better writing,more complete main idea,more flexible use of vocabulary and grammar,and better logic and structure arrangement in their writing than before.(3)By comparing the survey data of students’ attitudes towards writing before and after the experiment,it was found that this model can improve students’ proactive attitudes towards English writing.Therefore,English teachers and future researchers are suggested trying to apply the model of “Teaching-Learning-Assessment Integration” to English writing teaching in later teaching practice so as to continuously improve teaching assessment methods and establish students’ assessment awareness and improve their writing ability.